Lesson Plan: Interactive Read Aloud Grade: 5 Time: 15 minutes Standard: 3.4.4 A. Active Listening 1. Listen actively for a variety of purposes such as enjoyment and obtaining information Objective: The students will listen as the teacher reads aloud, stopping to make predictions, connections, and wonderings about the text. Materials:The True Story of the 3 Little Pigs as told to Jon Scieszka Lesson Sequence: · Before Reading: o “Boys and girls, today I am going to read to you one of my favorite books of all time. It is called The True Story of the 3 Little Pigs. How many of you have heard of this book by Jon Scieszka? Great. Based on the title and the cover, what do you think this book will be about? Can you make some predictions?” o Allow students time to predict. Follow up with questions like “What made you think that?” or “Why do you think that is going to happen?” o “Very interesting predictions. Now let me read the beginning of the story and determine if your predictions were confirmed. Remember, predictions are never wrong because they are only what we think might happen. If we find our predictions are not what Jon Scieszka was thinking, then we will simply make new predictions.” · During Reading: o Stop reading occasionally and allow students to confirm and change predictions: § Page 20: “So boys and girls, where do we think Al is going to go next?” § Page 28: “What do you think that Al is going to do to that 3rd mean pig?” o If you notice students are not engaged with The True Story of the 3 Little Pigs, stop and redirect by asking a question or discussing a connection. o Also, point out any difficult vocabulary words and discuss. · After Reading: o “I want you to turn and talk to a neighbor about two things: § What did you like most about this book? § Did all of your predictions come true? Discuss.” o After 2 or 3 minutes, discuss these questions with the whole group. o “We have made some great predictions today. Thank you so much for letting me share one of my favorite books with you!” Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students made reasonable predictions, interesting connections, and asked relevant questions. Lesson Plan: Writing Mini-Lesson Grade: 5 Time: 20 minutes Standard: Text Types and Purposes Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
Provide a concluding statement or section related to the opinion presented.
Objective: The students will be able to discover a point of view about a book, organize their ideas, and write a response in the form of a new type of media (i.e. a news paper article). Materials:
The True Story of the 3 Little Pigs as told to Jon Scieszka
Markers
Chart paper labeled, “How to Write an News Paper Opinion Article”
Sample “News Article” worksheet
“News Article” worksheet
Lesson Sequence: · Lesson Introduction/Anticipatory Set (Engagement): o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, The True Story of the 3 Little Pigs as told to Jon Scieszka. Can you tell me what genra this book was? Correct, it was a fairy tale. Great!” · State Objective and Purpose: o “Today, we are going to learn how to write our very own opinion article about our story. We will learn how to express our ideas just like professional news paper writers do. I am so excited; let’s get started!” · Teach and Model:
Have chart paper ready with the heading, “How to Write an News Paper Opinion Article”
“Students, there are a few key components to writing an opinion article. First let’s define the word opinion. The word is defined as a personal view – the view somebody takes about an issue. To write one of these articles, there are a few steps one must follow.”
Along the way, have students volunteer to define/explain each of the steps.
“Step one is – discover or choose an opinion about a certain topic. In this case, you will be picking your favorite part of the story and writing about it.”
“Step two is – write your opening sentence. An opening sentence should sum up what your entire article is going to be about.”
“Step three is – state your opinion. This is where you make it clear to your reader what you point of view on the topic is. In this case, what was your favorite part of the story?”
“Step four is – support your opinion with reasons. A well written article has two to three strong reasons for choosing the point of view that he/she chose. Why was that section your favorite?”
“Step four is – write your conclusion sentence. A conclusion sentence should restate your original opinion.”
From here, move into the prepared sample “News Article” worksheet.
· Guided Practice: o Go over the prepared “News Article” worksheet by stopping and having the students clearly see each of the four steps. · Independent Practice/Assessment: o “Boys and girls, it is now your turn to write an opinion article of your own. I am passing out your very own blank “News Article” worksheet. Make sure to write your name and number on the top of the page. Also, students, you will notice that there is spots for you to fill in your article title, photo, and photo caption; I ask that you do these three elements last. Now follow the four step process and create your very own article. I will be walking around if you have any questions.” · Closure: o “Who would like to share his/her article for the class?” o “Great job future news paper writers! I am so impressed with all of your articles! Great job today!” Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and produced opinion articles that followed the pre-set four step writing guidelines. Lesson Plan: Reading Mini-Lesson Grade: 5 Time: 20 minutes Standard: Craft and Structure Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Objective: The students will be able to analyze two different stories in order to determine differences and similarities between texts. Materials:
The True Story of the 3 Little Pigs as told to Jon Scieszka
Markers
Chart paper labeled with a Venn diagram and the titles, “The Three Little Pigs,” “Similarities,” and “The True Story of the Three Little Pigs”
The Little Mermaid packet
“Venn Diagram” worksheet
Lesson Sequence: · Lesson Introduction/Anticipatory Set (Engagement): o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, The True Story of the 3 Little Pigs as told to Jon Scieszka. Can you tell me what genera this book was? Correct, it was a fairy tale. Great!” · State Objective and Purpose: o “Today, we are going to learn how to compare two different stories in the same genera. This powerful tool will allow us to make comparisons between some of our favorite books. Let’s get started!” · Teach and Model:
Have chart paper ready and labeled with a Venn diagram and the titles, “The Three Little Pigs,” “Similarities,” and “The True Story of the Three Little Pigs”
“May times throughout the course of the day, we are faced with decisions. Should I have pizza or a sandwich? Should I watch Disney or Nickelodeon? In order to answer these questions we mentally study the choices. When we do this, we are comparing. One way to compare is to complete a Venn diagram like to one shown behind me.”
“In this example, we will be comparing the original story of The Three Little Pigs to our book The True Story of the Three Little Pigs. It is important to look at a story from different points of view. In one tale we see the views of the pigs; however, in the other, the views of the wolf are expressed. We must see how different people cover the same event. What is similar and what is different?”
· Guided Practice: o Complete the Venn diagram on the prepared chart. Have the students find at least five things to put in each of the three sections. o Samples of what to write in the sections are as follows: § The Three Little Pigs – the wolf is big and bad § Similarities – the materials used to build the three houses § The True Story of the Three Little Pigs – the wolf just wants a cup of sugar · Independent Practice/Assessment: o “Boys and girls, it is now time to compare a different story. We all know the story of The Little Mermaid. I am passing out a packet that contains two different copies of this same story – the original version and the Disney version. I ask that you read both of these stories carefully. Then complete The Little Mermaid Venn diagram that I will be passing out. Refer to The Three Little Pigs Venn diagram as a reference. I will be walking around if you need assistance.” · Closure: o “What were some differences in the two stories?” o “What were two similarities in the two stories?” o “Great job today boys and girls. You are very good at comparing! Think about this process every time you go to make a choice.” Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and the Venn diagrams are completed with relevant facts that are true to the packet.
Grade: 5
Time: 15 minutes
Standard: 3.4.4 A. Active Listening
1. Listen actively for a variety of purposes such as enjoyment and obtaining information
Objective: The students will listen as the teacher reads aloud, stopping to make predictions, connections, and wonderings about the text.
Materials: The True Story of the 3 Little Pigs as told to Jon Scieszka
Lesson Sequence:
· Before Reading:
o “Boys and girls, today I am going to read to you one of my favorite books of all time. It is called The True Story of the 3 Little Pigs. How many of you have heard of this book by Jon Scieszka? Great. Based on the title and the cover, what do you think this book will be about? Can you make some predictions?”
o Allow students time to predict. Follow up with questions like “What made you think that?” or “Why do you think that is going to happen?”
o “Very interesting predictions. Now let me read the beginning of the story and determine if your predictions were confirmed. Remember, predictions are never wrong because they are only what we think might happen. If we find our predictions are not what Jon Scieszka was thinking, then we will simply make new predictions.”
· During Reading:
o Stop reading occasionally and allow students to confirm and change predictions:
§ Page 20: “So boys and girls, where do we think Al is going to go next?”
§ Page 28: “What do you think that Al is going to do to that 3rd mean pig?”
o If you notice students are not engaged with The True Story of the 3 Little Pigs, stop and redirect by asking a question or discussing a connection.
o Also, point out any difficult vocabulary words and discuss.
· After Reading:
o “I want you to turn and talk to a neighbor about two things:
§ What did you like most about this book?
§ Did all of your predictions come true? Discuss.”
o After 2 or 3 minutes, discuss these questions with the whole group.
o “We have made some great predictions today. Thank you so much for letting me share one of my favorite books with you!”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students made reasonable predictions, interesting connections, and asked relevant questions.
Lesson Plan: Writing Mini-Lesson
Grade: 5
Time: 20 minutes
Standard: Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Objective: The students will be able to discover a point of view about a book, organize their ideas, and write a response in the form of a new type of media (i.e. a news paper article).
Materials:
Lesson Sequence:
· Lesson Introduction/Anticipatory Set (Engagement):
o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, The True Story of the 3 Little Pigs as told to Jon Scieszka. Can you tell me what genra this book was? Correct, it was a fairy tale. Great!”
· State Objective and Purpose:
o “Today, we are going to learn how to write our very own opinion article about our story. We will learn how to express our ideas just like professional news paper writers do. I am so excited; let’s get started!”
· Teach and Model:
- Have chart paper ready with the heading, “How to Write an News Paper Opinion Article”
- “Students, there are a few key components to writing an opinion article. First let’s define the word opinion. The word is defined as a personal view – the view somebody takes about an issue. To write one of these articles, there are a few steps one must follow.”
- Along the way, have students volunteer to define/explain each of the steps.
- “Step one is – discover or choose an opinion about a certain topic. In this case, you will be picking your favorite part of the story and writing about it.”
- “Step two is – write your opening sentence. An opening sentence should sum up what your entire article is going to be about.”
- “Step three is – state your opinion. This is where you make it clear to your reader what you point of view on the topic is. In this case, what was your favorite part of the story?”
- “Step four is – support your opinion with reasons. A well written article has two to three strong reasons for choosing the point of view that he/she chose. Why was that section your favorite?”
- “Step four is – write your conclusion sentence. A conclusion sentence should restate your original opinion.”
- From here, move into the prepared sample “News Article” worksheet.
· Guided Practice:o Go over the prepared “News Article” worksheet by stopping and having the students clearly see each of the four steps.
· Independent Practice/Assessment:
o “Boys and girls, it is now your turn to write an opinion article of your own. I am passing out your very own blank “News Article” worksheet. Make sure to write your name and number on the top of the page. Also, students, you will notice that there is spots for you to fill in your article title, photo, and photo caption; I ask that you do these three elements last. Now follow the four step process and create your very own article. I will be walking around if you have any questions.”
· Closure:
o “Who would like to share his/her article for the class?”
o “Great job future news paper writers! I am so impressed with all of your articles! Great job today!”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and produced opinion articles that followed the pre-set four step writing guidelines.
Lesson Plan: Reading Mini-Lesson
Grade: 5
Time: 20 minutes
Standard: Craft and Structure
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Objective: The students will be able to analyze two different stories in order to determine differences and similarities between texts.
Materials:
Lesson Sequence:
· Lesson Introduction/Anticipatory Set (Engagement):
o “Boys and girls, do you remember when I read during the Interactive Read-Aloud yesterday, The True Story of the 3 Little Pigs as told to Jon Scieszka. Can you tell me what genera this book was? Correct, it was a fairy tale. Great!”
· State Objective and Purpose:
o “Today, we are going to learn how to compare two different stories in the same genera. This powerful tool will allow us to make comparisons between some of our favorite books. Let’s get started!”
· Teach and Model:
- Have chart paper ready and labeled with a Venn diagram and the titles, “The Three Little Pigs,” “Similarities,” and “The True Story of the Three Little Pigs”
- “May times throughout the course of the day, we are faced with decisions. Should I have pizza or a sandwich? Should I watch Disney or Nickelodeon? In order to answer these questions we mentally study the choices. When we do this, we are comparing. One way to compare is to complete a Venn diagram like to one shown behind me.”
- “In this example, we will be comparing the original story of The Three Little Pigs to our book The True Story of the Three Little Pigs. It is important to look at a story from different points of view. In one tale we see the views of the pigs; however, in the other, the views of the wolf are expressed. We must see how different people cover the same event. What is similar and what is different?”
· Guided Practice:o Complete the Venn diagram on the prepared chart. Have the students find at least five things to put in each of the three sections.
o Samples of what to write in the sections are as follows:
§ The Three Little Pigs – the wolf is big and bad
§ Similarities – the materials used to build the three houses
§ The True Story of the Three Little Pigs – the wolf just wants a cup of sugar
· Independent Practice/Assessment:
o “Boys and girls, it is now time to compare a different story. We all know the story of The Little Mermaid. I am passing out a packet that contains two different copies of this same story – the original version and the Disney version. I ask that you read both of these stories carefully. Then complete The Little Mermaid Venn diagram that I will be passing out. Refer to The Three Little Pigs Venn diagram as a reference. I will be walking around if you need assistance.”
· Closure:
o “What were some differences in the two stories?”
o “What were two similarities in the two stories?”
o “Great job today boys and girls. You are very good at comparing! Think about this process every time you go to make a choice.”
Assessment (How will you know the lesson has be successful?): You will be able to determine that the lesson was a success if, students asked relevant questions and the Venn diagrams are completed with relevant facts that are true to the packet.